Response To Instruction And Intervention Essay

In this case study, Miguel clearly shows difficulties in reading. The difficulties stated include: recognizing alphabet letters (alphabetic awareness), matching sounds to letters (letter-sound correspondence), telling sounds apart (sounding out), starting/ending sounds (sounding out), and remembering words quickly (sight word reading) (Meet Miguel, n.d.). In order to address these difficulties, the authors would approach this problem in a two pronged manner: 1) immediate bridge methods for learning, and 2) RTI approach.

Response to intervention is a researched based intervention process that involves the instruction to be based off data collected in order to increase a students rate of learning. RTI is school wide and includes a multi-level system for instruction to prevent the students from failing. After intervention are put in place students are monitored for progress. Interventions can be Tier 1 (differentiated instruction in the classroom), Tier 2 (may be in the general education classroom, but may be other places), or Tier 3 ( out side of the general education classroom).

“Response to Intervention (RtI) is a process used by educators to help students who are struggling with a skill or lesson; every teacher will use interventions (a set of teaching procedures) with any student to help them succeed in the classroom” (Special Education Guide, 2013). RtI is composed of three main components: A tiered system of services, a problem-solving approach, and a data collection system. Tier 1 begins with high quality, researched based instruction and screening in the traditional classroom. The screening process identifies the underachieving students that need Tier 2 individualized support provided in small group setting. If those targeted students continue to struggle, they will move to the intensive level or Tier 3. This level provides individualized, intensive skill specific interventions. If the student does not make significant progress at this level, further evaluations will be made to decide if the student needs special education services.

It is important to remember that RTI is not only appropriate for students who have a learning disability but any student who is struggling. Students in need of RTI should be selected after observation and accurate testing only, never on a personal speculation. Educators must also remember to take progressive steps and take their time to see how much intervention is necessary to bring up a struggling student’s grades. RTI is a fundamental part for educators to ensure that all students are learning and preparing students for when they become

services. The purpose of RTI is to identify those children that present with either learning disabilities or language impairment as well as prevention. “The primary prevention goal of RTI is to help children avoid failure”, (Nelson, 2010). The RTI program also targets early literacy abilities. It is divided into three (3) tiers of instructional activities. Tier 1 is mainly core instruction, which includes all children. During this tier the students’ progress is investigated to measure whether the child is actually responding to the intervention. Tier 1 includes literacy skills with the younger elementary grades. If children demonstrate difficulty then they are moved into Tier 2, where they receive intensified group instruction. In this Tier the instruction goes from being generalized across all students to being implemented only in smaller groups. If the child still continues to demonstrate difficulties then they are moved into Tier 3, where they receive individualized

In the abstract the problem is described as a need to establish whether there was desired outcome from the intervention program CARE (Creating Avenue for Relative Empowerment) which seeks to enhance outcomes for older citizens hospitalized and their kindred caregivers. A total of 407 family caregiver-patient dyad was randomized into CARE and attention categories. The CARE group was subjected to the test parameters whereas the attention group received unspecified information (Li et al., 2012). This was the method employed as per the abstract. The results yielded non-significant statistical variations on patient or family caregiver and called for an additional investigation on CARE workings and its effectiveness.

The response to intervention (RtI) process is a multi-layered tier educational model in which students receive high-quality instruction according to their specific academic and behavioral needs through teacher-directed instruction (Cakiroglu, 2015). In many schools, how students with learning disabilities are identified for RtI is quickly becoming a debatable topic of interest. The typical process used to determine RtI eligibility is extensive; teachers must exercise fidelity in keeping accurate student records, maintaining open communication with parents, providing intensive interventions, and giving constant feedback to administrators (Werts, Carpenter, & Fewell, 2014).

Response to Intervention (RTI) monitors a student’s academic performances to place student’s in a level, or tier, based on his or hers intervention. RTI has three tiers that students are placed in. Tier 1 is where high quality instructions is provided to students. Tier 2 is where students who are struggling to learn receive additional small group intervention. Tier 3 is where intense, individualized instruction is provided for students who need greater support. Teachers must understand and use progress monitoring because students who do not show adequate academic progress may have a learning disability, or they may qualify for special education.

Fidelity to implementation monitors whether all elements are implemented as originally intended for RTI. Research has shown that the higher level of fidelity to implementation the more successful academic outcomes for the students. The following activities are suggested to ensure that implementation fidelity of RTI; periodically observe frequency, method, and support system. Schools should provide opportunities for professional development

“RTI integrates assessment and intervention with a multi-level prevention system to maximize student achievement and to reduce behavioral problems.” There are two different options that can be implemented with RTI. The first approach is the problem solving approach. This approach has interventions that are targeted specifically for each student’s individual needs. This approach is used in schools today and has been used for two decades. The second approach is the standard treatment protocol approach. This approach uses one consistent intervention that can address multiple student needs. Schools can use this data to “identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust

A current topic in education is response to intervention, or RTI. RTI is the practice of providing quality instruction and intervention and using student learning in response to that instruction to make instructional and important educational decisions (Batsche et al., 2005). RTI is a process used by educators to help students who are struggling with academics or behaviors within the classroom. Every teacher will use interventions, or differentiated instruction, with any student to help them succeed in the classroom—it's not just for children with disabilities. RTI is generally defined as a three step model of school supports that uses research-based academic and/or behavioral interventions.

With this being valid, RTI interventions in fact are being delivered by special educational teachers. RTI is known

Next, Response to Intervention begins, also known as RTI. This provides levels or tiers of increasingly intensive instruction to help students master academic content. Tier 1 takes place in a regular classroom setting. Tier 2 involves and allows the student to go out to a specialty teacher. Tier 3 mainly takes place in a special education classroom. Tier 3 requires more one-on-one instruction for the student from the teacher. RTI serves two purposes- support struggling learners and identify students with learning disabilities. Parents are invited to take part in their child’s RTI process. Other school professionals also take part during the RTI process to meet the child needs. Research Based Interventions are used during the RTI process. Data is gathered during the RTI process on a regular basis. After a few weeks, the team meets again to determine how beneficial the interventions are for the child. If RTI is working, it is continued, if RTI is not working, a meeting takes place where the RTI data is presented. Then the referral process initiates.

As a teacher, parent, advocate, and student it is important to have access to valuable informational websites. Not only for assistance but to keep yourself informed on current resources or program, as well as future information that can assist you in the understanding of student’s abilities. The two websites that I have chosen to review are Center on Response to Intervention and Response to Intervention – RTI Resources. When working with children/students with learning disabilities it can be overwhelming if you don’t have resources or understand their abilities. So, it is important to look for assistance which I did reviewing these websites. “RTI is a prevention oriented approach to linking assessment and instruction that can inform

(3.3) Special educators use the results of assessments to help recognize exceptional learning needs of the student. For instance, a teacher uses curriculum-based assessments, informal records, or diagnostic checklists as ways to spot any student who falls into the at-risk category in academic areas. In addition, the results of the assessments are used to conference with parents and other educators about setting up instructional support or intervention for the student at-risk. One such support could be the Response to Intervention program (RtI). In this program, the at-risk student is further monitored and if needed, assessed for eligibility for special education services. This process could ultimately result in the identification of a student with exceptional learning needs.